Journal of Social Sciences and Humanities Research Fundamentals
200
9
https://eipublication.com/index.php/jsshrf
TYPE
Original Research
PAGE NO.
200-203
DOI
OPEN ACCESS
SUBMITED
31 March 2025
ACCEPTED
29 April 2025
PUBLISHED
31 May 2025
VOLUME
Vol.05 Issue05 2025
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
Characteristics of Mother
and Child Relationships in
The Family
Abdullaeva Dilbar Ubaydullaevna
Professor of the Department of Psychology of Tashkent State Pedagogical
University, Doctor of Psychological Sciences (DSc), Uzbekistan
Abstract:
This article describes the characteristics of the
relationship between mother and child, the problems
that arise in this relationship, the wrong forms of
education and their impact on the child's development.
Keywords:
Mother, child, personality, interaction,
education, wrong forms of education, hyperprotection,
hypoprotection, emotional rejection.
Introduction:
The issue of the relationship between
mother and children has long been one of the most
pressing problems in the development of human
society. This is because the life experience, knowledge,
skills, and competencies gained by humanity are passed
down from generation to generation precisely through
this system of relationships
—
the mother-child
relationship.
Situations arising in mother-child relationships are
never identical. Any new issue in upbringing requires a
new approach. Therefore, it is essential to anticipate
various problematic situations in mother-child
relationships and find reasonable solutions to them. The
hardships experienced by some women in their youth or
childhood may later form the basis for their
development into problematic mothers, which in turn
can affect their relationships with their children and
lead to problematic situations.
METHOD
Many researchers have addressed the topic of mother-
child relationships [2,3,4,6]. Some researchers have
identified that the use of incorrect parenting styles by
mothers negatively impacts the child's development as
a person [3,6]. Problems in mother-child relationships
arise precisely from the application of such
inappropriate parenting methods by mothers and
Journal of Social Sciences and Humanities Research Fundamentals
201
https://eipublication.com/index.php/jsshrf
Journal of Social Sciences and Humanities Research Fundamentals
negatively affect these relationships.
A.Ye. Lichko identified the following types of incorrect
parenting:
Hypoprotection (lack of support and protection):
characterized by insufficient attention to the child, lack
of care and control, disinterest in what the child is
engaged in, and unmet needs of the child.
A vivid manifestation of emotional neglect. Emotional
humiliation of the child can be likened to the
relationship of the stepmother to Zumrad in the fairy
tale "Zumrad and Qimmat." In this case, the mother
pays no attention to the child, does not care for or
supervise them, leading the child to experience
emotional humiliation, which forms the basis for the
emergence of negative personality traits.
Absolute hypoprotection (complete abandonment):
the child’s needs are not met, and their actions are not
controlled. No attention is paid to the ch
ild’s needs for
food, clothing, or rest.
Hidden hypoprotection: the mother shows superficial
care for the child, resulting in very low levels of
support. The mother appears to care, but in reality only
meets basic needs, without genuine emotional
involvement. There is no cooperation in joint activities
or communication. Demands are made, but their
fulfillment is not monitored.
Permissive hypoprotection is characterized by
excessive leniency, allowing the child to do whatever
they want without proper emotional acceptance. How
should this be understood? Since the mother tries to
fulfill every whim of the child, the child becomes overly
spoiled. Parents buy expensive items to distance
themselves from the child, avoiding communication
and interaction. For example, they might send the child
to the best summer camp for the entire summer. Such
parents tend to treat the child coldly, avoiding physical
affection like hugging or kissing. They do not allow the
child to form close relationships with others and try to
isolate them. Because they are unable to show genuine
love, they may feel guilty.
Hyperprotection
—
an excessive level of attention and
care from the parents toward the child, to the extent
that parenting becomes the central meaning and goal
of their lives. The mother shows extreme care and
support, strives to fulfill all the child’s wishes and
needs without criticism or analysis, protects them from
any difficulties, pampers them, and overlooks their
mistakes. These mothers, without realizing it, end up
harming their children. As a result, the child grows up
weak-willed, socially awkward, and emotionally fragile,
often becoming capricious and spoiled. Particularly
during adolescence, such children tend to seek
dominance in peer groups, wanting things to go their
way, despite lacking the necessary qualities. The root of
the issue is that the mother tries to realize her own
unfulfilled dreams through her child, and her parenting
style is directed at this goal. However, the child
eventually begins to feel inadequate when faced with
real-life social challenges [1].
Hyperprotection Prevailing Over Care
–
in this case,
instead of showing affection, the mother pays attention
to the child by constantly controlling every step and
behavior. Therefore, this parenting style involves
numerous prohibitions and restrictions. A child raised in
such an environment typically cannot develop
independent thinking or make independent decisions.
However, they often grow up irritable and dissatisfied
because they are used to constant control and to having
everything dictated to them. Such a child becomes
someone who cannot do homework without their
mother, or go outside without their father, and gets
accustomed to adult intervention in every aspect of life.
Excessive Moral Responsibility
–
this style consists of
placing excessive demands on the child. These demands
often do not align with the child's age or individual
characteristics. At the same time, the child’s wishes and
needs are ignored. Children raised in this manner tend
to have an overly high sense of moral responsibility but
are also usually nervous and anxious. This parenting
style is often observed in single mothers.
Emotional Rejection
–
in this case, parents raise the
child in a way that constantly reminds them they are a
burden or an unnecessary concern, and that life would
have been different without them. If the child is not the
only one in the family and there is another sibling who
is more favored, the situation worsens. Remarks like “If
only you weren’t born…” or, addressed to a girl, “If only
you were a boy…” are frequently heard.
Some parents try to hide their emotional rejection of
the child. When asked, “Why don’t you like your child?”
they insist that they do love them and that the child is
needed. Nevertheless, the child still feels like a burden
and lives with this emotional weight, often desiring to
become independent and live separately as soon as
possible. No matter how much the mother tries to
display artificial affection, the child senses the lack of
sincerity. This is especially painful in cases where the
father has left or the parents are divorced.
Harshness
–
at first glance, this resembles emotional
rejection but is even more explicit and severe.
Harshness may involve physical punishment, verbal
abuse, humiliation, or complete indifference to the
child’s needs and even their presence. In both cases, the
child grows up thinking only about becoming an adult
quickly, surviving independently, and escaping parental
Journal of Social Sciences and Humanities Research Fundamentals
202
https://eipublication.com/index.php/jsshrf
Journal of Social Sciences and Humanities Research Fundamentals
pressure. In such families, punishment for various
behaviors becomes routine. The child obeys out of
fear, and adults often fail to recognize or ignore the
long-term psychological consequences. The principles
of guilt and punishment become central psychological
tools for controlling the child's behavior, leading them
to constantly seek someone to blame in adulthood. [1]
In addition, the following disproportionate types of
mother
–
child relationships can be distinguished:
1.
The mother treats her son as a substitute for
someone else. In this case, the mother perceives her
son as her assistant and imposes various
responsibilities, duties, and concerns on him. He is
assigned the role of the head of the family and is
expected to care for his mother. This situation is
observed not only in single-parent families but also in
two-parent families. In a full family, if the mother feels
that her husband is not adequately fulfilling his
paternal responsibilities, or if the father thinks the
mother is failing in her maternal duties, such a dynamic
may emerge in the treatment of the child.
2.
The mother's symbiotic relationship with the
child. Here, the mother perceives herself and the child
as a single, inseparable whole. This type of
relationship, when continued into adolescence,
hinders the child's ability to establish relationships
with peers and gain social independence.
3.
Deprivation of parental affection. In this case,
the child does not consistently receive parental
affection. The child is only shown love as a reward
—
when they behave well, achieve something, or meet
certain expectations. Thus, the child learns that to be
worthy of love, they must always be a “good child.”
4.
Constant blaming of the child. This type of
relationship fosters a persistent sense of guilt in the
child. It negatively affects the child’s per
sonal
development and leads to low self-esteem and a
tendency to perceive themselves as inherently bad or
unworthy.
It is evident that the aforementioned inappropriate
parenting styles negatively affect the child's
development as a personality. For a mother, it is crucial
to correctly interpret her child's behavior during the
upbringing process. Misinterpretation of a child’s
actions can deepen existing problems rather than
resolve them.
It is well known that in interpersonal conflicts, each
party tends to view themselves as being right.
Similarly, in mother
–
child relationships, when
problematic or conflictual situations arise, it is natural
for the mother to believe her parenting approach is
justified, just as the child perceives their own position
as valid. Therefore, in such situations, the mother must
learn to consider the problem not only from her own
perspective but also from that of the child. This requires
the ability to sense the child’s emotional state,
understand the reasons behind their behavior and
actions, and evaluate them adequately.
This, in turn, encourages mothers to sometimes view
events and circumstances from their child’s perspective,
to put themselves in their child’s place, and to make an
effort to understand them. Such an approach enhances
constructiveness in the mother
–
child relationship
system. Most importantly, increasing congruence and
mutual adequacy in their perceptions of one another
fosters greater understanding, acceptance, and a
willingness to engage meaningfully with each other.
CONCLUSION
In conclusion, one of the effective ways to improve
mother
–
child relationships is to strengthen harmony
and alignment in their mutual understanding of
interactional processes. Encouraging mothers to
develop a clear awareness of their individual parenting
style, to try perceiving various situations from their
child’s point of view, and to engage in critical self
-
reflection as a mother can significantly enhance the
constructiveness of interaction within the “mother–
child” system.
REFERENCES
Karimova V.
M. Oila psixologiyasi. Darslik. − T: “Fan va
texnologiya“, 2007. –
152 b.
Карабанова О.А. Психология семейных отношений и
основы семейного консультирования. –
Москва,
2005.
–
310 с.
Овчарова Р.В. Родительство как психологический
феномен: Учебное пособие. –
М.: Московский
психоло
-
социальный институт, 2006. –
496 с.
Розин М.В. Представления о родителях и семейных
конфликтах
в
неформальной
подростковой
субкультуре // Вопросы психологии. –
Москва, 1990.
–
№4. –
С. 91
-99.
Эйдемиллер E. Г., Добреков И.В., Никольская И.М.
Семейный диагноз и семейная психотерапия. –
СПб.:
Речь, 2003. –
336 с.
Abdullaeva D.U. Social factors affecting child educftion
prychological factors. // Procttdings of International
Conference on Educational Discoveries and Humanities.
Texas, USA. December 2022. P.154-156.
D. Abdullayeva, R. Yorqulov, N. Atabaeva. Oila
psixologiyasi. T.: Tafakkur bo‘stoni, 2015. 256
-b.
Абдуллаева Д. (2023). Оилавий тарбия бола шахси
ривожланишини белгиловчи омил
сифатида.//
Педагогики
и
психологии
в
современном
Journal of Social Sciences and Humanities Research Fundamentals
203
https://eipublication.com/index.php/jsshrf
Journal of Social Sciences and Humanities Research Fundamentals
образовании.
https://ppmedu.jdpu.uz/index.php/ppmedu/article/vi
ew/8963
Abdullayeva D.U. Establishing a relationship between a
mother and a teenage child. // Frontline social sciences
and history journal
. Volume 03 №2. 2023. P 18
-26. -
https://frontlinejournals.org/journals/index.php/fsshj
/article/view/314
Абдуллаева, Д. (2023). Оилада ота
-
она ва фарзанд
муносабатларининг ўзига хослиги.
-
Б. 226
-232.
https://cyberleninka.ru/article/n/oilada-ota-ona-va-
farzand-munosabatlarining-ziga-hosligi/viewer
